Department of Educational Psychology
The Department of Educational Psychology offers a variety of degrees associated with learning and cognition, human development, instructional design, and individual differences. Students interested in graduate studies within the department should exhibit an orientation toward fostering human development and possess characteristics conducive to supporting relationships and advancing educational and societal improvements. Faculty admissions committees within each degree and emphasis program carefully review applicants’ professional references, prior experiences, selected test scores, and career goals. Finalists are interviewed by appropriate groups of faculty members and formal admission to a degree program, area of emphasis, or certification program is contingent upon the admissions committee’s determination regarding an applicant’s total fitness and promise as a professional in the area for which application is made.
Doctor of Philosophy (PhD) Degrees
The department offers three PhD degrees in Educational Psychology, Counseling Psychology, and School Psychology. The Counseling Psychology and School Psychology programs are nationally accredited by the American Psychological Association. Students pursuing a PhD in Educational Psychology apply to one of five distinct emphasis programs: (a) Bilingual/ESL Education; (b) Developmental Sciences; (c) Learning Design and Technology; (d) Research, Measurement, and Statistics; or (e) Special Education.
Field experiences in appropriate schools, colleges, or social agencies are required in all degree programs. Doctoral students in Counseling Psychology and School Psychology are required to undertake a series of supervised professional training experiences in addition to formal coursework and must successfully complete one year of full-time, professional internship prior to graduation.
All of the department’s PhD programs prepare graduates for academic positions in university and research settings. Non-academic careers may also be pursued in areas appropriate to one's programs of study. For example, graduates of the Counseling Psychology program are also prepared to become licensed counseling psychologists in a range of public and/or mental health settings including college and university counseling centers. School Psychology graduates may become licensed school psychologists who practice in education or health care settings. Many doctoral students who participate in the Learning Design and Technology program become instructional designers and technology leaders within public schools, institutions of higher education, and commercial business industries.
Master of Science (MS) Degrees
The department offers MS degrees in Bilingual/ESL Education, Educational Psychology, and Special Education; each of these degrees requires successful completion of a thesis in addition to coursework. Students pursuing an MS in Educational Psychology pursue a program of study in either (a) Developmental Sciences or (b) Research, Measurement, and Statistics.
Master of Education (MEd) Degrees
The department also offers MEd degrees in Bilingual/ESL Education, Special Education, Learning Design and Technology, and Educational Psychology. Students pursuing an MEd in Educational Psychology apply to one of four distinct emphasis programs in (a) Creativity and Cognition; (b) Developmental Sciences; (c) Research, Measurement, and Statistics; or (d) School Counseling. The school counseling program prepares practicing teachers for certification by the Texas Education Agency to become practicing school counselors.
Graduate Programs Delivered via Distance Education
Designed with the working professional in mind, many of the department's professional master’s degree programs are offered fully online. Degree programs delivered via distance education include Bilingual/ESL Education (MEd/MS), Special Education (MEd/MS), Learning Design and Technology (MEd), and Educational Psychology emphasis programs in School Counseling (MEd), Creativity and Cognition (MEd), and Research, Measurement, and Statistics (MEd).
Real World Application
The Department of Educational Psychology has a broad range of research and outreach endeavors that serve as a vehicle for graduate student preparation while also enabling us to serve the University, local schools, and communities throughout the state of Texas. The department boasts multiple innovative research labs and clinics, a university-designated center, Center for Research and Development in Dual Language and Literacy Acquisition, and a federally designated center on Disability and Development. For the past eighteen years the department's Counseling and Assessment Clinic has provided more than 30,000 hours of assessment and counseling services to more than 2,600 individuals in the local community. We have also established the Telebehavioral Care clinic and partner with the Department of Psychiatry to provide mental health services to a growing number of underserved communities throughout south central Texas using video conference technology via HIPPA-approved encryption and high-speed lines. These telehealth services are provided by a team of advanced counseling psychology doctoral students in close collaboration with doctoral-level supervising faculty who are licensed psychologists or otherwise licensed mental health professionals. Cutting-edge research and outreach efforts such as these afford valuable apprenticeship opportunities for graduate students while helping fulfill Texas A&M University’s land-grant mission.
Due to the nature of professional training involved and necessary prerequisite skills, enrollment in some of the department's graduate courses is limited to students admitted to a specific major or areas of study.
- Master of Education in Bilingual/ESL Education
- Master of Education in Educational Psychology
- Master of Education in Learning Design and Technology
- Master of Education in Special Education
- Master of Science in Bilingual/ESL Education
- Master of Science in Educational Psychology
- Master of Science in Special Education
- Bilingual ESL Education
- Counseling Psychology
- Educational Psychology
- Learning Design and Technology
- Special Education
- Special Education Field Based
- School Psychology
Bilingual ESL Education
BESL 610 Hispanic Bilingual Assessment and Monitoring Students
Credits 3.
3 Lecture Hours.
Assessing language ability; language assessment; evaluating and scoring different types of assessments; guided field based experiences. Prerequisite: Graduate classification.
BESL 611 Dual Language Program Methodologies
Credits 3.
3 Lecture Hours.
Use of theory and effective teaching practice in promoting students' development of strong social and academic skills; relationship of culture to language; guided field experiences. Prerequisite: Graduate classification.
BESL 612 Content Area Instruction for Hispanic Bilingual Programs
Credits 3.
3 Lecture Hours.
Theories and approaches for integrating English as second language; learning strategies on how plan, procedures and units engage language teachers, students, and learning environment; guided filed experiences. Prerequisite: Graduate classification.
BESL 613 Spanish/English Biliteracy
Credits 3.
3 Lecture Hours.
Social-linguistic characteristics of second language learners acquiring literacy skills; reading and literature instruction for second language learners; reading and writing process across the curriculum for Hispanic second language learners; guided field experiences. Prerequisite: Graduate classification.
BESL 614 Bilingual Education Curriculum Development
Credits 3.
3 Lecture Hours.
Analysis of past and current trends in curriculum development in bilingual education; guided field experiences. Prerequisite: Graduate classification.
BESL 615 Teacher Action Research in Bilingual Education
Credits 3.
3 Lecture Hours.
Philosophy of teacher action research in bilingual education settings using qualitative methods with educational issues related to English language learners; provide guided practice in data collection, analysis, and presentation of action research.
BESL 616 Spanish for Bilingual and Dual Language Programs
Credits 3.
3 Lecture Hours.
Understanding of dual language programs; literacy instruction through Spanish: socio-linguistic perspectives on literacy competence and effective instructional practices; guided field experiences. Prerequisite: Graduate classification.
BESL 617 Evaluation of Programs with Bilingual and Language Minority Students K-12
Credits 3.
3 Lecture Hours.
Evaluation and research models and methodologies in education of bilingual/language minority students from K-12. Prerequisites: EPSY 610.
BESL 618 Early Language and Literacy
Credits 3.
3 Lecture Hours.
Investigation of current language and literacy intervention research for young Hispanic/Latino children in preschool through second grade; emphasis on current intervention research targeting children at risk for reading difficulties in Spanish and/or English. Prerequisite: Graduate classification.
BESL 619 Second Language Acquisition in Pre-K-12; Advanced Theory and Practice
Credits 3.
3 Lecture Hours.
Examination of theory as a framework for explaining relationships, a research guide, and assumptions that inform practice; review how theory and practice for English only students have attempted to explain second language acquisition in second language learners. Prerequisites: Graduate classification.
BESL 620 Current Issues in Bilingual Education
Credits 3.
3 Lecture Hours.
Survey of historical, political, language and sociocultural issues and their impact on the education of language minority groups. Prerequisites: EPSY 611 and EPSY 612; graduate classification.
BESL 621 Methods for Bilingual Research
Credits 3.
3 Lecture Hours.
Understanding educational research and research methodologies; use of research findings to appropriately inform school and classroom practices; overview of the research methodology to develop skills as future researchers and consumers of research; examination of qualitative and quantitative research methodologies and mixed methods in relation to their application to diverse populations. Prerequisite: Graduate classification.
BESL 622 Teaching English as a Second Language
Credits 3.
3 Lecture Hours.
Survey of the approaches, methods and techniques applicable to English as a Second Language (ESL) instruction; examination of various facets of the language classroom; examination of ESL instruction in various socio-political contexts. Prerequisite: Graduate classification.
BESL 623 ESL for International and Intercultural Settings
Credits 3.
3 Lecture Hours.
Presentation of psycholinguistic, sociolinguistic and critical theories of English as an international and global language; pedagogical, political, economic and cultural issues related to English as an international or global language; examination of the application of theory to practice in teaching English in an international or intercultural context. Prerequisite: Graduate classification.
BESL 624 Classroom Practice in Adult ESL
Credits 3.
3 Lecture Hours.
Survey of the approaches, methods and techniques applicable to literacy practices for adult English as a Second Language (ESL) learners; examination of various facets of adult literacy assessment; examination of instructional practices and curriculum development for adult ESL learners. Prerequisite: Graduate classification.
BESL 632 Research in Second Language Education
Credits 3.
3 Lecture Hours.
Studies related to the teaching/learning process in two languages and field methods for carrying out those studies. Prerequisites: EPSY 611 and EPSY 612.
BESL 682 Seminar in...
Credit 1.
1 Other Hour.
Knowledge, skills and attitudes in bilingual education. Specific topics are announced for each seminar offered. May be taken more than once but not to exceed 6 hours of credit. Prerequisite: Graduate classification.
BESL 683 Field Practicum in...
Credits 1 to 15.
1 to 15 Other Hours.
Supervised experience in professional employment settings in bilingual education with research related to current issues; requires a self-initiated proposal, a mid-semester formative report, and an end-of-semester summative report. May be repeated for credit up to 15 hours. Prerequisite: Approval of instructor.
BESL 684 Professional Internship
Credits 1 to 4.
1 to 4 Other Hours.
Limited to advanced doctoral students; University directed experience in a professional employment setting; full-time participation and responsibility in experiences related to bilingual education. May be taken for credit up to nine hours. Prerequisite: Approval of instructor.
BESL 685 Directed Studies
Credits 1 to 4.
1 to 4 Other Hours.
Directed individual study of selected problems. May be repeated for credit. Prerequisite: Approval of instructor.
BESL 689 Special Topics In...
Credits 1 to 4.
1 to 4 Other Hours.
Selected topics in an identified area of educational psychology. May be repeated for credit.
BESL 691 Research
Credits 1 to 23.
1 to 23 Other Hours.
Research for thesis or dissertation. May be repeated for credit. Prerequisite: Approval of instructor.
Counseling Psychology
CPSY 600 Counseling Theories for School Counselors
Credits 3.
3 Lecture Hours.
Overview of various counseling theories and its application in a school setting. Prerequisites: CPSY 630.
CPSY 601 Multicultural Counseling in Schools
Credits 3.
3 Lecture Hours.
Intersecting role of ethnicity, cultural background, gender and sexual orientation and how they shape the psychosocial development of children and adolescents and impact their educational trajectories; development and appreciation of cultural and ethnic differences among individuals, groups and families to enhance school counseling service delivery. Prerequisite: Graduate classification.
CPSY 602 Counseling Techniques for School Counselors
Credits 3.
3 Lecture Hours.
Broad view of counseling techniques using a microskills approach; opportunities to observe and practice counseling techniques. Prerequisite: CPSY 630; graduate classification.
CPSY 603 School Counseling Group Interventions
Credits 3.
3 Lecture Hours.
Development of group counseling interventions for children and adolescents in school settings. Prerequisite: Graduate classification.
CPSY 612 Planning and Organizing Comprehensive Guidance Programs
Credits 3.
3 Lecture Hours.
Purposes and functions of a guidance program; components of a comprehensive guidance program; systems approach to implementing a comprehensive guidance program for elementary and secondary students and adults. Prerequisite: Graduation classification.
CPSY 626 Psychopathology
Credits 3.
3 Lecture Hours.
Causes, course, outcomes and treatment of abnormal and maladaptive behavior; degrees of variation possible from normal adaptive behavior; biological, developmental, social, cultural and psychological perspective on abnormal behavior. Prerequisite: Graduate classification.
CPSY 630 Foundations of School Counseling
Credits 3.
3 Lecture Hours.
Philosophical, psychological, and sociological concepts fundamental to counseling in schools. Prerequisite: Graduate classification.
CPSY 631 Techniques of Counseling
Credits 3.
3 Lecture Hours.
Methods and procedures descriptive of the counseling process; dynamics of counselor-counselee relationship; interviewing techniques; use of test results in counseling. Prerequisite: CPSY 630.
CPSY 632 Career Counseling
Credits 3.
3 Lecture Hours.
Theories of career development; sources, classification and analysis of educational, occupational and social information including occupational trends, post-secondary programs and financial planning; use of occupational-educational information, appropriate psychological measures and computerized guidance systems. Prerequisite: CPSY 679.
CPSY 633 Introduction to Group Process
Credits 3.
2 Lecture Hours.
3 Lab Hours.
Principles, procedures and processes of group approaches to assisting individuals in their personal growth and development in education, public and mental health settings; participation as member of a personal growth required. Prerequisite: CPSY 630.
CPSY 634 Group Counseling and Psychotherapy
Credits 3.
3 Lecture Hours.
Major contemporary approaches to group counseling and psychotherapy in mental and public health settings; experiential learning in a simulated group process; integration of theory and practical applications. Prerequisites: CPSY 631; CPSY 633 or equivalent.
CPSY 635 Social Counseling Psychology Interface
Credits 3.
3 Lecture Hours.
Provides a foundation in theory and research at the interface of social and counseling psychology; fundamentals of social psychology theories, methodologies and perspectives; understanding the relevance to counseling psychology practice; focus on social and cognitive theories, concepts, and processes rather than specific psychological disorders. Prerequisite: Doctoral student in good standing in counseling, clinical, school or social psychology.
CPSY 636 Psychological Consultation to Organizations
Credits 3.
3 Lecture Hours.
Focuses on organizations as the target of analysis, intervention, and change; established social science concepts and principles; consideration of concepts, intervention strategies, and skills that extend beyond those used in counseling and psychotherapy; highlights consultation as a mode of change agency; considerable attention given to putting theory into practice. Prerequisite: Graduate classification.
CPSY 637 Latino Psychology
Credits 3.
3 Lecture Hours.
Examination of psychological research and literature related to Latino experience in the U.S. via readings, media and class discussion; introduction to various Latino groups with the primary focus on individuals of Mexican descent. Prerequisite: Graduate classification.
CPSY 639 Counseling Practicum I
Credits 3.
2 Lecture Hours.
3 Lab Hours.
Supervised experience in individual counseling; cases engaged in the counseling laboratory on campus; off-campus counseling in schools and various public and mental health settings also assigned at supervisor's discretion. May be taken for credit 2 times as content varies. Prerequisites: CPSY 631 and CPSY 632; approval of instructor.
CPSY 662 Professional Issues and Ethics in Counseling Psychology
Credits 3.
3 Lecture Hours.
Legal, ethical, economic and practical issues that impact the training, credentialing, placement and marketing of counseling psychologists and their services. Prerequisite: Graduate classification.
CPSY 664 Counseling Practicum II
Credits 3.
6 Lab Hours.
1 Other Hour.
(1-6).Supervised experience in individual and group counseling requiring advanced technical skills; continuing counseling relationships with various, selected subjects. Prerequisite: CPSY 639.
CPSY 666 Practicum in Counselor Supervision
Credits 3.
6 Lab Hours.
1 Other Hour.
(1-6).Supervised experience in directing counseling and guidance activities of students involved in practicum and field experiences; intended for individuals preparing to become counselor educators or supervisors. Prerequisite: CPSY 664; approval of instructor.
CPSY 672 Theories of Counseling and Psychotherapy
Credits 3.
3 Lecture Hours.
Comprehensive and intensive study of major theoretical positions in counseling and psychotherapy; implications for research and practice in public and mental health settings. Prerequisite: CPSY 631.
CPSY 673 Advanced Psychotherapeutic Skills
Credits 3.
3 Lecture Hours.
Didactic/experiential course, designed for students in professional psychology programs; variety of psychotherapeutic interventions in short and long term counseling with adults in public and mental health settings; ways to access affective process. Prerequisite: Completion of practicum.
CPSY 676 Family Counseling and Psychotherapy
Credits 3.
3 Lecture Hours.
Basic concepts and techniques in marriage and family counseling in public and mental health settings; marital communication and growth relationships. Prerequisite: CPSY 631 or SPSY 644 or equivalent.
CPSY 678/PBSI 678 Couples Therapy
Credits 3.
3 Lecture Hours.
Theory and practice of marital therapy emphasizing systems and communication approaches; effective strategies and techniques; therapy with specific marital problems and obstacles to effective therapy. Prerequisite: PBSI 637, CPSY 631, or equivalent. Cross Listing: PBSI 678/CPSY 678.
CPSY 679 Multicultural Counseling
Credits 3.
3 Lecture Hours.
Effective communication skills in cross-cultural counseling or helping relationships in public and mental health settings; integration of theoretical knowledge with experiential learning; psychosocial factors and lifestyles of cultural groups; effect on counseling relationships. Prerequisite: Graduate classification.
CPSY 683 Field Practicum
Credits 1 to 15.
1 to 15 Other Hours.
Supervised experience in professional public and mental health settings in counseling psychology; wide range of practical experiences and activities that are closely supervised by departmental faculty. May be taken up to 30 hours. Prerequisite: Graduate classification; approval of instructor.
CPSY 684 Professional Internship
Credits 1 to 4.
1 to 4 Other Hours.
Limited to advanced doctoral students; faculty supervised experience in approved professional public and mental health employment settings; application for September assignments must be approved the previous October. May be repeated up to 9 hours. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Completion of required coursework except CPSY 684 and CPSY 691; approval of instructor.
CPSY 685 Directed Studies
Credits 1 to 4.
1 to 4 Other Hours.
Directed individual study of selected problems. Prerequisite: Approval of instructor.
CPSY 688/EPSY 688 Research Proposal Development
Credits 4.
3 Lecture Hours.
2 Lab Hours.
This seminar models the processes of developing and defending research proposals. Prerequisite: EPSY 640 and EPSY 641. Cross Listing: EPSY 688/CPSY 688.
CPSY 689 Special Topics in...
Credits 1 to 4.
1 to 4 Lecture Hours.
1 to 4 Lab Hours.
Selected topic in an identified area of counseling psychology. May be repeated for credit. Prerequisite: Graduate classification.
CPSY 690 Theory of Counseling Psychology Research
Credits 3.
3 Lecture Hours.
Theory and design of research problems and experiments in counseling psychology; communication of research proposals and results; evaluation of current research of faculty and students and review of current literature. May be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Graduate classification.
CPSY 691 Research
Credits 1 to 23.
1 to 23 Other Hours.
Research for thesis or dissertation. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.
Educational Psychology
EPSY 602 Educational Psychology
Credits 3.
3 Lecture Hours.
Cognitive analysis of academic skills and tests; current cognitive views of learning, memory, problem solving and development of skill and expertise; effects of aptitude, motivation and task environment on academic performance. Implications for assessment and instruction. Prerequisite: Graduate classification.
EPSY 603 Qualitative Methodologies in Educational Research
Credits 3.
3 Lecture Hours.
Survey of qualitative research methodologies commonly used in educational research; purposes, epistemologies, data collection and analyses that distinguish different qualitative approaches to educational research; ethical and procedural challenges of collecting qualitative data in educational settings. Prerequisite: Master's level classification.
EPSY 604 Career Counseling in Schools
Credits 3.
3 Lecture Hours.
Understanding the culturally competent career counseling theory, assessment and skills as applied to the diverse populations in schools. Prerequisite: Graduate classification.
EPSY 605 Effects of Culture, Diversity, and Poverty on Children and Youth
Credits 3.
3 Lecture Hours.
Understanding of how the intersecting nature of culture, diversity, and poverty impact adjustment outcomes in children and youth; comprehension of our own belief systems; exploration of disparities in education and mental health across ethnically, culturally and social economically diverse groups; strategies for alleviating educational and mental health disparities. Prerequisite: Graduate classification.
EPSY 606 Motivation and Emotion for Optimal Learning and Performance
Credits 3.
3 Lecture Hours.
Role of motivation and emotion in human learning and performance; major theories and empirical research relevant to motivation and emotional impacts of learning, performance, or functioning in a variety of situations, contexts, and cultures; content applied across multiple disciplines including education, counseling or therapeutic outcomes, achievement performance in school, art, music and sports. Prerequisite: EPSY 602 or approval of instructor; graduate classification.
EPSY 608 Foundations in Professional Coaching
Credits 3.
3 Lecture Hours.
Coaching theory and praxis for personal, professional and leadership development; ethical practice in coaching; co-creating the coaching relationship; communicating effectively; cultivating learning and growth; adult learning and behavior change through coaching; theories and research in coaching; various models for coaching; self as a coach; development of skills for professional coaching, setting the foundation; co-creating the relationship; communicating effectively; cultivating learning and growth. Prerequisite: Graduate classification.
EPSY 609 Coaching Groups and Teams
Credits 3.
3 Lecture Hours.
Ethics in coaching groups and teams; collective adult learning and behavior change through group and team coaching; theories and research in group and team coaching; various models for coaching groups and team; self as a team coach; development of skills for professional coaching, setting the foundation; co-creating the relationship; communicating effectively; facilitating learning and results as applicable in group and team settings; development of skills in integrating team building, team facilitation, team training, team learning, and team coaching; coaching with systemic context awareness, collecting and using data. Prerequisite: Graduate classification; EPSY 608.
EPSY 610 Peer Coaching in PK-12
Credits 3.
3 Lecture Hours.
Peer coaching in PK -12 culturally and linguistically diverse populations schools; ethics in coaching; coaching as a practice that increases instructional capacity of teachers; development of skills for professional coaching, setting the foundation; co-creating the relationship; communicating effectively; facilitating learning and results; fostering a culture that embraces learning, innovation, trust and collaboration; refining coaching presence, breaking resistance to coaching, onboarding teachers, use of data and evidence based strategies, conducting effective observations, providing effective modeling and feedback and helping others develop compelling goals. Prerequisite: Graduate classification; EPSY 608.
EPSY 617 Advanced Topics in Temperament, Behavior Problems, and Psychopathology
Credits 3.
3 Lecture Hours.
Theoretical and empirical issues in the areas of temperament, self-regulation, behavioral maladjustment and psychopathology in childhood; material grounded in contemporary developmental science and including behavioral, neuroscience, etiological, genetic and environmental influences and multi-method assessment concepts and research. Prerequisite: EPSY 646 or EPSY 647.
EPSY 618 Neurodevelopment and Genetic Disorders in Children
Credits 3.
3 Lecture Hours.
Comprehensive coverage of a broad array of neurodevelopment and genetic disorders in children; emphasis on cognitive and emotional sequelae of these disorders and their relationship to medical, psychological, and educational interventions. Prerequisite: Graduate classification.
EPSY 619 Nature and Needs of the Gifted and Talented
Credits 3.
3 Lecture Hours.
Psychological characteristics of the gifted and talented; introduction to identification techniques, educational programs, instructional approaches and special problems. Prerequisite: Graduate classification.
EPSY 621 Clinical Neuropsychology
Credits 3.
2 Lecture Hours.
2 Lab Hours.
Surveys brain-behavior relationships with an emphasis on understanding the brain as an interdependent, systemic network; administer and score the Halstead-Reitan Neuropsychological Test Battery. Prerequisite: Graduate classification.
EPSY 622 Measurement and Evaluation in Education
Credits 3.
3 Lecture Hours.
Principles of psychological testing applied to education; uses and critical evaluation of achievement and aptitude, interest, and personality tests and performance in educational settings. Prerequisite: Graduate classification.
EPSY 623 Social and Emotional Development of the Gifted and Talented
Credits 3.
3 Lecture Hours.
Theoretical models and patterns of social and emotional development among the gifted and talented through adolescence; implications and strategies for educators. Prerequisite: Graduate classification.
EPSY 624 Creative Thinking
Credits 3.
3 Lecture Hours.
Development of personal creativity across fields of endeavor; analysis of creative potential, including psychometric assessment; experience of methods for stimulating creative processing and productivity. Prerequisite: Graduate classification.
EPSY 625 Advanced Psychometric Theory
Credits 3.
3 Lecture Hours.
Psychometric theory, planning, construction, analysis, and evaluation of written and performance tests; item analysis, norms, reliability, and validity (including factor analytic) studies; item response theory. Prerequisite: EPSY 640.
EPSY 627 Structured Personality Assessment in Counseling
Credits 3.
3 Lecture Hours.
Personality evaluation using structured assessment instruments; variety of self-report personality inventories; the Minnesota Multiphasic Personality Inventory. Prerequisite: EPSY 622.
EPSY 628 The Rorschach Technique with Children and Adolescents
Credits 3.
3 Lecture Hours.
Analysis of the Rorschach Technique; basic issues in projective assessment, scoring, interpreting and analyzing the Rorschach, with an emphasis on its clinical use with children and adolescents. Prerequisite: Graduate classification.
EPSY 629 Educational Planning for the Gifted and Talented
Credits 3.
3 Lecture Hours.
Theoretical issues confronting educators involved in program development for gifted and talented children and adolescents; analysis of educational perspectives and instructional implications. Prerequisite: Graduate classification.
EPSY 630 Single-Case Experimental Design
Credits 3.
3 Lecture Hours.
Teaches measurement, design, implementation, and analysis skills to conduct research with single-subject design; review and summarize the quality of single-case literature, plan and implement AB designs. Prerequisite: Graduate classification.
EPSY 631 Program Evaluation
Credits 3.
3 Lecture Hours.
Learning of key evaluation skills such as establishing focus with client, posing evaluation questions, data collection techniques, designing for internal validity, data aggregation; scenario practice. Prerequisite: EPSY 635 or equivalent.
EPSY 632 Social and Emotional Development and Interventions
Credits 3.
3 Lecture Hours.
Theoretical foundations of social and emotional development from early childhood through adolescence; review of current state of school-based interventions and social and emotional learning programs. Prerequisite: Graduate classification.
EPSY 633 Qualitative Research Design and Data Collection
Credits 3.
3 Lecture Hours.
Introduction to qualitative designs used to answer educational, psychological, or social research questions; historical foundations, epistemologies and essential elements of prevalent qualitative research designs; methods of collecting qualitative data including interviews, naturalistic observation, participant-observation, and stimulated recall procedures. Prerequisite: Graduate classification.
EPSY 634 Educational Neuroscience
Credits 3.
3 Lecture Hours.
Human learning form a biological perspective; fundamentals of genetics, neuroscience and the principles used to better understand the conditions in which brains develop and function optimally; biological substrates of emotions and motivation, as well as executive functions (e.g. working memory, attentional control) and skills related to language and mathematics; neuroscience and application to atypical learners; emotional, learning and other disorders that make learning and succeeding in educational contexts more challenging. Prerequisite: Graduate classification.
EPSY 635 Educational Statistics
Credits 3.
2 Lecture Hours.
3 Lab Hours.
Introduction to the theory and application of statistical methods in behavioral science research with emphasis on classroom applications.
EPSY 636 Techniques of Research
Credits 3.
3 Lecture Hours.
Fundamental concepts and tools of research applied to psychological and educational problems; rationale of research, analysis of problems, library skills, sampling, appraisal instruments, statistical description and inference, writing the research report and representative research designs. Prerequisite: Graduate classification.
EPSY 637 Qualitative Grounded Theory Methodologies
Credits 3.
3 Lecture Hours.
Methods of collecting qualitative data to answer educational or psychological questions using Grounded Theory methodologies; analysis and interpretation of data using Grounded Theory methodologies. Prerequisite: Graduate classification; EPSY 633 or EDCI 605, or equivalent introductory course in qualitative methods, or approval of instructor.
EPSY 639 Experimental Research Design in Educational Settings
Credits 3.
3 Lecture Hours.
Design and implementation of field experiments or robust quasi-experiments in educational settings; linkages between research design and data analysis; measurement reliability and validity; ethics of research. Prerequisite: Graduate classification; EPSY 640 or equivalent; EPSY 636 or equivalent.
EPSY 640 Statistical Analysis in Educational Research I
Credits 3.
3 Lecture Hours.
Preparation in data analysis techniques for experimental and non-experimental designs. Prerequisite: EPSY 636, HMGT 614, SPMT 690, KINE 690/HLTH 690 or HLTH 690/KINE 690.
EPSY 641 Statistical Analysis in Educational Research II
Credits 3.
3 Lecture Hours.
Preparation in more advanced data analysis techniques for experimental and non-experimental designs. Prerequisite: EPSY 640.
EPSY 642 Meta-Analysis of Behavioral Research
Credits 3.
3 Lecture Hours.
Principles and use of quantitative techniques for research integration in education and other behavioral disciplines; computer-based and branching literature searches, coding protocols, theory of effect size estimation, analysis and reporting. Prerequisites: EPSY 435 or STAT 651; EPSY 636 or equivalent; EPSY 640 or equivalent.
EPSY 643 Applied Multivariate Methods
Credits 3.
3 Lecture Hours.
This seminar presents various techniques for applied multivariate modeling of phenomena in educational psychology. Prerequisite: EPSY 640, EPSY 641 and EPSY 650 or approval of instructor.
EPSY 644 Histories of Psychology
Credits 3.
3 Lecture Hours.
Comprehensive understanding of the histories, including theoretical foundations, pivotal contributions and contributors, within the field of psychology that have led to current conceptualizations and applied, professional practice of psychology. Prerequisite: Graduate classification.
EPSY 645 Creative Genius
Credits 3.
3 Lecture Hours.
Analysis of patterns of development among highly creative individuals; required dramatic presentation on the life and accomplishments of a selected individual through the use of the soliloquy stage technique. Prerequisite: Graduate classification.
EPSY 646 Issues in Child and Adolescent Development
Credits 3.
3 Lecture Hours.
Theoretical orientations, issues, research strategies and empirical findings of developmental psychology relevant to education. Prerequisite: Graduate classification.
EPSY 647 Lifespan Development
Credits 3.
3 Lecture Hours.
Issues and models of studying lifespan development; research and theory of lifespan development; comprehensive and current foundation of lifespan development. Prerequisite: Graduate classification.
EPSY 648 Intelligence and Creativity
Credits 3.
3 Lecture Hours.
Considers theory, research, methodologies and issues related to the definition, identification and assessment of intelligence, and assessment of intelligence and creativity; addresses theories of intelligence and creativity; methodologies and issues related to assessment of both; relationship between them; and frameworks for fostering creativity; considers implications/applications of theory and research on effective teaching practices for creativity.
EPSY 649 Introduction to Survey Design Methods in Educational Research
Credits 3.
3 Lecture Hours.
Primary concepts of survey design methods in educational research; current knowledge about sources of error in surveys, sampling, instrumentation, field-testing, survey operations, nonresponse bias analysis and correction and primary and secondary analysis of survey data. Prerequisites: EPSY 435 or equivalent.
EPSY 650 Multiple Regression and Other Linear Models in Education Research
Credits 3.
3 Lecture Hours.
Overview of basic and advanced topics in regression analysis; equal emphasis on developing procedural knowledge, statistical theory, research designs, and practical issues and methods using statistics in empirical research; basis of linear regression models and logistic regression models. Prerequisite: EPSY 641 or STAT 652 or SOCI 631; graduate classification.
EPSY 651 Theory of Structural Equation Modeling
Credits 3.
2 Lecture Hours.
3 Lab Hours.
Introduction to the theory and application of structural equation modeling. Prerequisite: EPSY 640 and EPSY 641 or STAT 650 and STAT 651; graduate classification.
EPSY 652 Theory of Hierarchical Linear Models
Credits 3.
3 Lecture Hours.
Introduction to the theory and application of hierarchical linear models. Prerequisite: EPSY 640, EPSY 641 or STAT 651, STAT 652, or any equivalent courses; some knowledge on ANOVA and Multiple Regression; graduate classification.
EPSY 653 Advanced Structural Equation Modeling
Credits 3.
3 Lecture Hours.
Advanced topics of structural equation models; includes exploratory factor analysis under the structural equation modeling framework, testing factorial invariance, structural equation models with categorical observed variables, multilevel structural equation models, latent growth models, and growth mixture models. Prerequisites: EPSY 651 and EPSY 652.
EPSY 654 Longitudinal Data Analysis
Credits 3.
3 Lecture Hours.
Review of traditional approaches to longitudinal data analysis (e.g., MANOVA); consideration of newer approaches including multilevel modeling (MLM) and latent growth modeling (LGM) and their advantages in analyzing longitudinal data. Prerequisite: EPSY 651 and EPSY 652.
EPSY 655 Item Response Theory
Credits 3.
3 Lecture Hours.
Advanced measurement topics in item response models; theoretical foundations and practical applications of IRT models; dichotomous and polytomous IRT models including Rasch model (IPL model), 2-PL model, 3-PL model, rating scale model, partial credit model, and graded response model; analysis based on each model illustrated using BILOG-MG, PARSCALE, and M-plus. Prerequisite: EPSY 625.
EPSY 656 Survey Instrument Development
Credits 3.
3 Lecture Hours.
Experiences in developing instruments to measure cognition, attitude or behavior; issues and practices relating to construct specification, instrument design and administration; emphasis on analysis and summary of validity study data. Prerequisite: Graduate classification; EPSY 640 or equivalent.
EPSY 659 Practicum in Educating the Gifted and Talented
Credits 3.
1 Lecture Hour.
6 Other Hours.
(1-6).Theory and strategies for instruction and guidance of the gifted and talented through a supervised experience in a laboratory setting with gifted and talented children and/or adolescents. May be taken three times for credit. Prerequisite: Approval of instructor.
EPSY 660 Single Case Experimental Design Research Methodology
Credits 3.
3 Lecture Hours.
Teaches critical evaluation of single-case experimental design; development of logic models, socially significant research questions, and complex research designs; advanced topics in design, rigor, replication, reliability, validity and measurement in single-case experimental designs. Prerequisites: EPSY 635 and EPSY 636.
EPSY 661 Data Analysis for Single-Case Experimental Design in Educational Research
Credits 3.
3 Lecture Hours.
Various data analysis techniques to obtain effect sizes for single-case experimental design (SCED), including nonoverlapping, standardized mean difference, and multilevel modeling (MLM) methods; SCED data analysis; SCED effect size calculation; meta-analysis of SCED data using MLM. Prerequisite: EPSY 650.
EPSY 671 Interpersonal Relationships and Children's Academic Outcomes
Credits 3.
3 Lecture Hours.
Exploration of the role of children’s interpersonal relationships on their school engagement and academic performance; emphasis on parent-child, peer and teacher-student relationships across the formal schooling years (K-12). Prerequisite: Graduate classification.
EPSY 673 Learning Theories
Credits 3.
3 Lecture Hours.
Comprehensive study of classical and current learning theories; their significance to modern education. Prerequisite: Graduate classification.
EPSY 679 Research on Teacher Effectiveness
Credits 3.
3 Lecture Hours.
Considers theory, research and methodologies related to the definition and identification of effective teaching practices; practice, implications and applications of theory and research in educational psychology on effective teaching practices. Prerequisite: Graduate classification.
EPSY 682 Seminar in...
Credit 1.
1 Other Hour.
Knowledge, skills and attitudes in special education, counseling, psychological foundations of education and school psychology. Specific topics are announced for each seminar offered. May be taken more than once but not to exceed 6 hours of credit. Prerequisite: Graduate classification; approval of instructor.
EPSY 683 Field Practicum in...
Credits 1 to 15.
1 to 15 Other Hours.
Supervised experience in professional employment settings in educational psychology. Wide range of practical experiences and activities as listed below that are closely supervised by departmental faculty. Repeatable to 15 hours total. Prerequisite: Approval of instructor and department head.
EPSY 684 Professional Internship
Credits 1 to 4.
1 to 4 Other Hours.
Limited to advanced doctoral students; University-directed experience in a professional employment setting; full-time participation and responsibility in experiences related to career specializations in counseling or school psychology. Repeatable to 9 hours total.
EPSY 685 Directed Studies
Credits 1 to 4.
1 to 4 Other Hours.
Directed individual study of selected problems. Prerequisite: Graduate classification.
EPSY 688/CPSY 688 Research Proposal Development
Credits 4.
3 Lecture Hours.
2 Lab Hours.
This seminar models the processes of developing and defending research proposals. Prerequisite: EPSY 640 and EPSY 641. Cross Listing: CPSY 688/EPSY 688.
EPSY 689 Special Topics in...
Credits 1 to 4.
1 to 4 Lecture Hours.
Selected topics in an identified area of educational psychology. May be repeated for credit. Prerequisite: Graduate classification.
EPSY 690 Theory of Educational Psychology Research
Credits 3.
3 Lecture Hours.
Theory and design of research problems and experiments in various subfields of educational psychology; communication of research proposals and results; evaluation of current research of faculty and students and review of current literature. May be repeated for credit.
EPSY 691 Research
Credits 1 to 23.
1 to 23 Other Hours.
Research for thesis or dissertation. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.
Learning Design and Technology
LDTC 602 Educational Technology: Field, Theory and Profession
Credits 3.
3 Lecture Hours.
Introduction to the field of educational technology, including media, instructional design, theory and research; exploration of the history and future direction of the field; careers in educational technology through interaction with professionals currently working in the field. Prerequisites: LDTC or EDTC major.
LDTC 608 Online Course Design
Credits 3.
3 Lecture Hours.
Application of systematic instructional design principles to the development of online instruction within a learning management system; experience designing and facilitating both asynchronous and synchronous e-learning environments according to evidence-based practices. Prerequisites: Graduate classification.
LDTC 613 Integrating Technology in Learning Environments
Credits 3.
3 Lecture Hours.
Development of a broad understanding of what is involved in designing technology rich environments to support active learning; examination of the integration of human learning theories with instructional design and development practices in the selection, preparation, evaluation and ethics of instructional technology implementation.
LDTC 621 Graphic Communication and Interface Design
Credits 3.
3 Lecture Hours.
Effective communication using visual channel humans use to process information; application of research findings and design principles to the effective design of graphical displays to communicate functionality and structure; critical analysis of the interfaces of everyday objects and e-learning resources; includes flawed interfaces, elegant design solutions, user-centered design and usability. Prerequisite: Graduate classification.
LDTC 631 Educational Video
Credits 3.
3 Lecture Hours.
Design and development of educational videos using choice of video edition program; experience the entire process of developing educational videos, from concept to finished project; emphasis on instructional message design, treatment, and storyboarding. Prerequisites: Graduate classification.
LDTC 641 Educational Game Design
Credits 3.
3 Lecture Hours.
Formal and dramatic elements of successful non-educational games for principles of effective game design; application principles to the critique of existing educational games; examination commercial games originally designed for entertainment and their use to address educational objectives; games through the lens of multiple theories of learning and motivation, including situated cognition, flow, and systems theory. Prerequisite: Graduate classification.
LDTC 642 Designing for Mobile Learning
Credits 3.
3 Lecture Hours.
Introduction to basics of designing educational applications for mobile devices; emphasis on instructional, visual and human- computer interaction design principles; hands-on design and development work combined with a theoretical approach to designing learning experiences; previous programming experiences not required. Prerequisite: Graduate classification.
LDTC 645 Emerging Technologies for Learning I
Credits 3.
3 Lecture Hours.
Evaluation of emerging trends and technologies and their impact on learning and performance; emphasis on technologies currently being adopted in organizations and driving changes in education; hands-on activities examining multiple technologies and identifying best practices. Prerequisite: Graduate classification.
LDTC 646 Emerging Technologies for Learning II
Credits 3.
3 Lecture Hours.
Critical examinations of trends and technologies expected to have an impact on learning and performance over the next five years; educational futurist predictions; key factors to consider in adoption/integration decisions; theoretical and technological underpinnings; hands-on activities field of interest. Prerequisite: Graduate classification; approval of instructor.
LDTC 651 E-Learning Design and Development
Credits 3.
3 Lecture Hours.
Design and development of stand-alone instructional programs for independent learning; consideration of research-based principles for the design of these programs, including guidelines for design decisions related to rich media, navigation, learner/program control, practice, interactivity and feedback; application of these principles to design and develop a program on a topic of choice; use of Adobe Captivate and image editing software. Prerequisite: Graduate classification.
LDTC 654 Instructional Design: Techniques in Educational Technology
Credits 3.
3 Lecture Hours.
Introduces systems approach to instructional design with focus on the functions of systems models in planning, developing and evaluating instruction; use of instructional development models which systematically assure proper instructional design; participants will develop instructional products individually and in groups; a strong theoretical foundation utilized.
LDTC 655 Instructional Design II
Credits 3.
3 Lecture Hours.
Preparation for leadership in instructional design through exploration of project management, needs assessment, goal analyses, rapid prototyping, problem-based learning, case-based learning, design of learning objects, ID for international audiences, instructional materials and program evaluation; theories that contribute to the field. Prerequisites: Graduate classification; LDTC 654.
LDTC 660 Interactive Video/Multimedia: Production and Utilization
Credits 3.
3 Lecture Hours.
Principles and techniques of interactive video/multimedia design and production; practical applications of media (video, digitized video and audio) production techniques and instructional control programs utilizing authoring software; produce materials for interactive instructional programs involving features such as CD-ROM video and audio, simulations, interactive digital movies, web-based delivery, etc.
LDTC 683 Practicum in Educational Technology
Credits 1 to 3.
1 to 3 Other Hours.
Supervised experience in applied area of educational technology; student will plan and develop an integrative product relating to educational technology theory, practice and equipment.
LDTC 684 Professional Internship
Credits 1 to 6.
1 to 6 Other Hours.
Supervised experiences in performing professional functions appropriate to career goals. Prerequisites: Application one month prior to registration; approval of instructor and department head.
LDTC 685 Directed Studies
Credits 1 to 4.
1 to 4 Other Hours.
Directed individual study of selected problems in instructional technology not within thesis research and not covered by any other course.
LDTC 689 Special Topics in...
Credits 1 to 4.
1 to 4 Other Hours.
Selected topics in an identified area of educational technology. May be repeated for credit.
LDTC 691 Research
Credits 1 to 23.
1 to 23 Other Hours.
Research for thesis or dissertation.
Special Education
SPED 601 Assessment in School Settings
Credits 3.
3 Lecture Hours.
Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. May be repeated one time for credit. Prerequisite: SPED 604; SPED 699; graduate classification.
SPED 602 Ethics and Professional Conduct in Special Education and Applied Behavior Analysis
Credits 3.
3 Lecture Hours.
Focus on ethical and professional conduct required for special educators and behavior analysts; information required for certified behavior analysts; ethics required by the Behavior Analyst Certification Board; highly relevant for those working with children or adults with disabilities in any capacity. Prerequisites: SPED 604; SPED 699; graduate classification.
SPED 603 Foundations of Special Education
Credits 3.
3 Lecture Hours.
Build a knowledge base to understand the historical and conceptual foundations of special education; familiarization with special education literature; overview of current issues and trends impacting special education. Prerequisite: Graduate classification.
SPED 604 Introduction to Applied Behavior Analysis
Credits 3.
3 Lecture Hours.
An overview of the theoretical underpinnings of applied behavior analysis (ABA), principles and procedures of ABA and an introduction to data collection, assessment of behavior and individualized interventions within an educational context; emphasis on the application of ABA principles in multiple contexts to provide behavioral support to a diverse range. Prerequisite: Graduate classification.
SPED 605 Leadership in Applied Behavior Analysis
Credits 3.
3 Lecture Hours.
Literature and evidence-based practices for effective leadership and supervision in the field of applied behavior analysis (ABA); review of the theoretical underpinnings of ABA as they relate to supervision and training of staff, specifically those involving behavior-change procedures; best practices in personnel supervision and management; opportunities to practice supervision-based skills such as evaluation, behavior-skills training and performance feedback; emphasis on the application of ABA principles in multiple contexts to provide behavioral training and supervision to supervisees, staff members and community members. Prerequisite: SPED 601, SPED 604 and SPED 699; graduate classification.
SPED 609 Educating Individuals with Autism Spectrum Disorders
Credits 3.
3 Lecture Hours.
Study of the incidence, prevalence, and characteristics of individuals with autism spectrum disorders, particularly for teachers, counselors, and related fields; research and best practices in assessment, treatment, and education; includes treatment of social, communication, academic, and behavior deficits with emphasis on behavior analysis. Prerequisite: Graduate classification.
SPED 610 Special Education and the Family
Credits 3.
3 Lecture Hours.
Overview of issues in special education interpreted within the context of the family; relationships among the school, the families, and the community; impact of relationships on service provisions; field experiences working with families with special needs. Prerequisite: Graduate classification.
SPED 611 Multicultural and Bilingual Special Education
Credits 3.
3 Lecture Hours.
Multicultural perspectives in special education; foundations of multicultural and bilingual special education; cultural responsive teaching; methods for teaching culturally and linguistically diverse learners in special education. Prerequisite: Graduate classification.
SPED 612 Special Education Law and Policy
Credits 3.
7 Lab Hours.
Legal development of the discipline of special education; current requirements for providing free and appropriate education to students with disabilities; assessment and performance of research with legal information. Prerequisite: Graduate classification.
SPED 617 Adolescent Literacy Across the Content Areas for Students with Disabilities
Credits 3.
3 Lecture Hours.
Research-based strategies to teach reading and writing to 4th through 12th grade students with disabilities and other diverse instructional needs; emphasis on content area issues and strategies, as well as on assessment, motivation, interventions and other current issues. Prerequisites: SPED 630; graduate classification.
SPED 618 Preparation for the Professoriate in Special Education and Allied Fields
Credits 3.
3 Lecture Hours.
Orientation to full time doctoral studies; understanding of historical and contemporary issues in the field of special education and allied fields; considers roles and expectations of university faculty; application of systematic reviews of experimental research in special education and allied fields. Prerequisite: Admission into a CEHD doctoral program.
SPED 619 Critical Research and Practice Issues in Special Education
Credits 3.
3 Lecture Hours.
Examination of the historical, conceptual/theoretical and empirical basis of special education research and practice; understanding special education as a field and specific areas for in-depth knowledge. Prerequisite: Admission into special education doctoral program.
SPED 620 Bilingual Special Education
Credits 3.
3 Lecture Hours.
Topics concerning bilingual special education including history of the field, language acquisition, learning disabilities and language differences, assessment, policy development, individualized education plans, instructional strategies and parental involvement. Prerequisite: Graduate classification.
SPED 621 Overview of Exceptional Students
Credits 3.
3 Lecture Hours.
Overview of historical foundations for special education practice; definitions of disabilities, relevant educational characteristics of students with disabilities; assessment procedures associated with the identification of students' disabilities; intervention procedures related to education of students with disabilities. Prerequisite: Graduate classification.
SPED 624 Professional Development in Research
Credits 3.
3 Lecture Hours.
Development and refinement of skills needed to be productive scholars with particular focus on disseminating research through manuscript preparation and conference presentations. Prerequisite: SPED 618; SPED 619; Graduate classification.
SPED 626 Meta-Analysis in Single-case Research
Credits 3.
3 Lecture Hours.
Steps of conducting a meta-analysis of single-case research studies. Prerequisite: Doctoral classification.
SPED 628 Consultation in Special Education
Credits 3.
3 Lecture Hours.
Rationale, strategies, procedures and resources for providing consultation as systematic problem-solving to school procedures, and resources for improving services for children with disabilities, and those who are at-risk of school failure. Prerequisites: Graduate classification.
SPED 630 Early Literacy for Students with Diverse Instructional Needs
Credits 3.
3 Lecture Hours.
Research-based strategies to teach beginning reading and writing to pre-K through 4th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, prevention and intervention. Prerequisite: Graduate classification.
SPED 632 Transition Education and Services for Individuals with Disabilities
Credits 3.
3 Lecture Hours.
Current issues and practices related to the transition of students from school to adulthood; foundations of life-long transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers. Prerequisite: Graduate classification.
SPED 641 Low-Incidence Instruction for Individuals with Significant Support Needs
Credits 3.
3 Lecture Hours.
Examination of how particular types of low-incidence disabilities; including mental retardation, autism, physical disabilities, traumatic brain injury, deafness, blindness, multiple disabilities, and other health impairments, affect academic and job performance. Current methods for teaching individuals with low-incidence disabilities, including an overview of Adaptive/Assistive Technology (AT) solutions. Prerequisite: Graduate classification.
SPED 642 Prevention, Support, and Intervention for Students with Emotional and Behavior Problems
Credits 3.
3 Lecture Hours.
Effective management of challenging and severe behavior problems in education, clinic and community settings using prevention, targeted programming and individual interventions; includes methods for observing, assessing and analyzing challenging and severe behaviors. Prerequisites: SPED 604; SPED 699; SPED 601; graduate classification.
SPED 683 Field Practicum
Credits 1 to 15.
1 to 15 Other Hours.
Faculty supervised experience in professional practice settings in Special Education. May be repeated for credit. Prerequisite: Approval of instructor.
SPED 684 Professional Internship
Credits 1 to 6.
1 to 6 Other Hours.
Supervised experience in professional functions appropriate to career goals in special education. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.
SPED 685 Directed Studies
Credits 1 to 6.
1 to 6 Other Hours.
Directed individual study of selected problems in special education. Prerequisite: Approval of instructor.
SPED 689 Special Topics in...
Credits 1 to 4.
1 to 4 Lecture Hours.
Selected topics in an identified area of special education. May be repeated for credit. Prerequisite: Graduate classification.
SPED 699 Advanced Applied Behavior Analysis
Credits 3.
3 Lecture Hours.
Rigorous repertoire of knowledge and skill in behavior analysis; comprehensive and contemporary description of applied behavior analysis; application of principles and paradigms of theoretical and experimental aspects of behavior. Prerequisite: SPED 604; graduate classification.
Special Education Field Based
SEFB 618 Applied Behavior Management in the Classroom
Credits 3.
3 Lecture Hours.
Field-based course related to effective management of challenging behavior problems in the classroom using proactive classroom strategies, effective instruction and planned behavior interventions; discussion and applications of methods for observing, assessing and analyzing challenging behaviors. Prerequisite: Graduate classification.
SEFB 630 Practicum in Applied Behavior Analysis
Credits 3.
9 Other Hours.
University-supervised experience related to specializations in special education and behavior analysis. May be taken eight times for credit. Prerequisites: Graduate classification; SEFB 618; approval of department head.
SEFB 631 Intensive Practicum in Applied Behavior Analysis
Credits 3.
9 Other Hours.
University-supervised intensive experience related to specializations in special education and behavior analysis. May be taken eight times for credit. Prerequisites: Graduate classification; SEFB 618; approval of department head.
School Psychology
SPSY 610 Child Psychopathology
Credits 3.
3 Lecture Hours.
Major forms of psychopathology and behavioral disorders in children and adolescents; concepts of child psychological disorders; application of multiple theoretical models; understanding of the development context in which these orders exist. Prerequisite: Graduate classification.
SPSY 611 Introduction to School Psychology: Legal, Ethical and Credentialing Issues in School Psychology
Credit 1.
1 Lecture Hour.
History of professional psychology with emphasis on school psychology; legal, ethical and credentialing issues in psychology; scholarly writing; models of providing clinical child and special educational services. May be taken up to three times for credit. Prerequisite: Graduate classification.
SPSY 612 Individual Assessment of Children’s Intelligence
Credits 4.
3 Lecture Hours.
2 Lab Hours.
Individual Assessment of Children's Intelligence. Educational and clinical applications of individual assessment; diagnostic measures of intelligence, achievement, language and perception; videotaping of student test administration is required for purposes of supervision and self-evaluation. Limited to 12 students per semester. Prerequisites: Graduate classification.
SPSY 613 Crisis Intervention in the Schools
Credits 3.
3 Lecture Hours.
Fundamentals of school-based crisis intervention; emphasis on personal and situational crises, and the development and implementation of crisis intervention and prevention plans within the school setting; differing models of crisis intervention, models of coping with crisis and critical incidents, and the efficacy of crisis intervention. Prerequisite: Graduate classification.
SPSY 614 Integrated Assessment Practicum
Credits 3.
1 Lecture Hour.
6 Lab Hours.
Student test administration competencies and a minimum of 150 hours of supervised experience in administration, analysis and reporting of individual diagnostic instruments. Prerequisites: SPSY 612 and SPSY 617.
SPSY 615 Preschool Assessment
Credits 3.
3 Lecture Hours.
Assessment of infants and young children (birth to 5 years of age); requires extension of the diagnostic skills gained in other coursework to applications for early intervention and child find with younger children; measures/methods will include norm-referenced, criterion referenced, and play-based/observational methods used in the assessment of infants and young children. Prerequisite: SPSY 612.
SPSY 617 Emotional Disturbance in Children
Credits 3.
3 Lecture Hours.
Diagnostic procedures and techniques in personality assessment and identification of emotionally disturbed children and youth. Prerequisite: SPSY 610; SPSY 612; SPSY 642.
SPSY 620 Interdisciplinary Seminar in Prevention Science
Credit 1.
1 Lecture Hour.
Contemporary research programs that represent the interdisciplinary field of prevention science; strengths and limitations of diverse theoretical and conceptual bases of research in prevention science; application of research findings to issues related to the prevention of mental, emotional, and physical health problems and the promotion of well-being. May be taken 3 times for credit. Prerequisite: Graduate classification and enrollment in the interdisciplinary graduate certificate in prevention science or approval of instructor. Cross Listing: COMM 671, HLTH 671 and RPTS 620.
SPSY 627 Culturally Responsive Interventions: Models for Making Cultural Adaptations to Interventions
Credits 3.
3 Lecture Hours.
Introduction to literature that demonstrates the need to adapt evidence-based interventions for use with culturally and linguistically diverse populations; different models for making cultural adaptations; identify ways to ensure fidelity and integrity of interventions even after cultural adaptations are made; adaptations for populations with diverse home culture, language, race, sexual orientation, developmental abilities or SES. Prerequisite: Graduate classification.
SPSY 628 Consultation: Theory and Techniques
Credits 3.
3 Lecture Hours.
History and theory of various models of consultation including mental health, behavioral and organizational development; skills and techniques necessary for effective consultation; relevant research issues. Prerequisite: Graduate classification.
SPSY 638 Systems Consultation and Prevention Science
Credits 3.
3 Lecture Hours.
Theory, research and practice in prevention science with an emphasis on individuals from birth to age 21; understanding and application of theories and methods of prevention science. Prerequisite: Graduate classification.
SPSY 641 Child Therapy for School Behavior Problems
Credits 3.
3 Lecture Hours.
Selected therapy approaches for treating childhood behavior disorders that interfere with children's interpersonal and intrapersonal adjustment and school learning; play therapy, behavior therapy, cognitive therapies; case studies; observation of therapy cases in public and/or mental health settings. Prerequisite: SPSY 610.
SPSY 642 Behavioral Assessment and Intervention
Credits 3.
3 Lecture Hours.
Overview of contemporary behavior theory and applied behavior analysis; overview of behavioral assessment strategies with an emphasis on the systematic observations of behavior and interviews; and contemporary behavior therapy approaches for use with educators, children, and their families. Prerequisite: Graduate classification.
SPSY 643 Academic Assessment and Intervention
Credits 3.
3 Lecture Hours.
Developing effective and appropriate interventions for school-based academic concerns; collecting and interpreting data from informal academic assessments and observations for intervention development and evaluation; using curriculum-based assessments for monitoring student's academic programs and teacher decision making; understanding effective instructional strategies and their application to academic interventions. Prerequisite: Graduate classification.
SPSY 644 Child Therapy: Advanced Theory and Techniques
Credits 3.
3 Lecture Hours.
Supervised experiences in public and mental health settings in the application of psychotherapy techniques with children, adolescents and families; interviewing techniques; process of therapy; advanced theoretical foundations; case management. Prerequisite: SPSY 641.
SPSY 657 Bilingual Psychoeducational Assessment
Credits 4.
3 Lecture Hours.
2 Lab Hours.
Theory of second language acquisition; discrete point and descriptive approach to language assessment; achievement assessment; cognitive assessment and practical and cultural factors when assessing bilingual children. Prerequisite: SPSY 612.
SPSY 683 Field Experience/Externship in School Psychology
Credits 1 to 15.
1 to 15 Other Hours.
Faculty supervised experience in professional employment public and mental settings in school psychology. May be taken up to 30 hours. Prerequisite: Approval of instructor.
SPSY 684 Professional Internship
Credits 1 to 4.
1 to 4 Other Hours.
Limited to advanced doctoral students; faculty supervised experience in approved professional employment settings. Applications for September assignments must be approved the previous October. May be repeated up to 9 hours. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Completion of required substantive coursework; approval of instructor.
SPSY 685 Directed Studies
Credits 1 to 4.
1 to 4 Other Hours.
Directed individual study of selected problems. Prerequisite: Approval of instructor.
SPSY 689 Special Topics in...
Credits 1 to 4.
1 to 4 Lecture Hours.
Selected topics in an identified area of school psychology. May be repeated for credit. Prerequisite: Graduate classification.
SPSY 691 Research
Credits 1 to 23.
1 to 23 Other Hours.
Research for thesis or dissertation. Prerequisite: Approval of instructor.
Acosta, Sandra T, Associate Professor
Educational Psychology
PHD, Texas A&M University, 2010
Alexander, Joyce M, Professor
Educational Psychology
PHD, University of Georgia, 1992
Baek, Eunkyeng, Assistant Professor
Educational Psychology
PHD, University of South Florida, 2015
Castillo, Linda G, Professor
Educational Psychology
PHD, University of Utah, 1999
Castro Olivo, Sara M, Associate Professor
Educational Psychology
PHD, University of Oregon, 2007
Chang, Heesun, Assistant Professor
Educational Psychology
PHD, The University of Georgia, 2022
Chang, Wen-Hsuan, Assistant Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2021
Elliott, Timothy R, University Distinguished Professor
Educational Psychology
PHD, University of Missouri at Columbia, 1987
Erbeli, Florina, Assistant Professor
Educational Psychology
PHD, University of Ljubljana, 2015
Ettekal, Idean, Assistant Professor
Educational Psychology
PHD, Arizona State University, 2016
Fogarty, Melissa S, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2012
Gagne, Jeffrey R, Associate Professor
Educational Psychology
PHD, Boston University, 2008
Ganz, Jennifer, Professor
Educational Psychology
PHD, University of Kansas, 2002
Heath, Amy K, Lecturer
Educational Psychology
PHD, Texas A&M University, 2012
Henry, Alyssa, Assistant Professor
Educational Psychology
PHD, University of California, Davis, 2019
Juntune, Joyce E, Instructional Professor
Educational Psychology
PHD, Texas A&M University, 1997
Kwok, Oi-Man, Professor
Educational Psychology
PHD, Arizona State University, 2005
Lara-Alecio, Rafael, Regents Professor
Educational Psychology
PHD, University of Utah, 1991
Liew, Jeffrey C, Professor
Educational Psychology
PHD, Arizona State University, 2005
Luo, Wen, Professor
Educational Psychology
PHD, Texas A&M University, 2007
McCord, Carly, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2013
Montague, Marcia L, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2009
Neshyba, Monica, Clinical Associate Professor
Educational Psychology
PHD, The University of Texas at Austin, 2012
Ompendoguelet, Lizette O, Associate Professor
Educational Psychology
PHD, University of Missouri at Columbia, 2009
Padron, Yolanda, Professor
Educational Psychology
EDD, University of Houston, 1985
Pashmforoosh, Roya, Visiting Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2021
PHD, Texas A&M University, 2021
Pedersen, Susan J, Associate Professor
Educational Psychology
PHD, The University of Texas at Austin, 2000
Perrott, Lisa J, Associate Professor
Educational Psychology
PHD, University of Virginia, 2001
Phillips, Kala, Assistant Professor
Educational Psychology
PHD, University of Louisville, 2019
Ramos Garcimartin, Hector, Lecturer
Educational Psychology
PHD, Texas A&M University, 2015
Ramos, Suzanna J, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2015
Ridley, Charles R, Professor
Educational Psychology
PHD, University of Minnesota, 1978
Rivera, Hector H, Associate Professor
Educational Psychology
PHD, University of California at Santa Cruz, 2001
Simmons, Krystal T, Clinical Professor
Educational Psychology
PHD, Texas A&M University, 2009
Smith, Leann, Assistant Professor
Educational Psychology
PHD, The University of Texas at Austin, 2017
Sohn McCormick, Anita, Lecturer
Educational Psychology
PHD, Texas A&M University, 2000
Stackhouse, Elizabeth Wood, Lecturer
Educational Psychology
PHD, Texas A&M University, 2018
Sweany, Noelle W, Clinical Professor
Educational Psychology
PHD, The University of Texas at Austin, 1999
Thompson, Christopher G, Assistant Professor
Educational Psychology
PHD, Florida State University, 2016
Thompson, Julie L, Assistant Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2014
Tong, Fuhui, Professor
Educational Psychology
PHD, Texas A&M University, 2006
Walichowski, Miranda F, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2009
Wang, Zhe, Assistant Professor
Educational Psychology
PHD, Virginia Tech, 2013
Whiteside, Erinn, Clinical Assistant Professor
Educational Psychology
PHD, University of Georgia, 2019
Woltering, Steven, Associate Professor
Educational Psychology
PHD, University of Toronto, 2012
Woodward, Robert S, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2004
Yoon, Myeongsun, Associate Professor
Educational Psychology
PHD, Arizona State University, 2007
Zhang, Dan D, Professor
Educational Psychology
PHD, University of New Orleans, 1998